Acquisition: Learner performance ranges from 0 percent accuracy to a 90 to 100 percent accuracy. The instructional focuses on helping the student perform the skill accurately.
Proficiency: Learner attempts to learn the skill at an almost automatic level. The aim is or the student to perform the task both accurately and quickly.
Maintenance: The goal of instruction here is to maintain the high level of performance that the student achieved on a task.
Generalization: Learner performs the skill in different times and situations. Meaning, the student can show proficency in multiple areas and with varying people.
Adaption: Learner applies a previously learned skill in a new area of application without direct instruction or guidance.
Data Systems
Direct Measurement: direct, continuous, and percise measurement of behavior.
Repeated Measurement: a behavior is counted and recorded over a period of time, everytime it occurs.
Techniques:
Event recording, interval recording, time sampling, duration recording, latency recording, ancetodal recording, and permanent product recording.
Grading Alternatives:
Individualized educational program grading: determines on the basis of the students progress on goals from the IEP.
Pass/fail system: a criteria is established that determines a pass/fail.
Mastery level system: mastery is achieved when a student reaches a criterion level on a specific subcomponent.
Point system: students are assigned points on various activities and the overall grade level is set by a certain number of points.
Contract grading: the teacher and student sign a contract agreeing on how things will be graded and what work is assigned based on progress.
Multiple grading: teacher grades the student on multiple areas such as, accountability, effort, and progress.
Shared grading: when two teachers who work together determine a grade amongst the two based on progress they have noticed.
Student self-comparison: the teacher and student agree on the goals within the curriculum.
Level grading: grading is individualized by using subscript to note the level of difficulty on which the students grades are based.
Descriptive grading: teachers write descriptive comments regarding the students work and progress.
Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011). Teaching Students with Learning Problems, 8th Edition, Merrill, - Print
Learning Stages
Acquisition: Learner performance ranges from 0 percent accuracy to a 90 to 100 percent accuracy. The instructional focuses on helping the student perform the skill accurately.
Proficiency: Learner attempts to learn the skill at an almost automatic level. The aim is or the student to perform the task both accurately and quickly.
Maintenance: The goal of instruction here is to maintain the high level of performance that the student achieved on a task.
Generalization: Learner performs the skill in different times and situations. Meaning, the student can show proficency in multiple areas and with varying people.
Adaption: Learner applies a previously learned skill in a new area of application without direct instruction or guidance.
Data Systems
Direct Measurement: direct, continuous, and percise measurement of behavior.
Repeated Measurement: a behavior is counted and recorded over a period of time, everytime it occurs.
Techniques:
Event recording, interval recording, time sampling, duration recording, latency recording, ancetodal recording, and permanent product recording.
Grading Alternatives:
Individualized educational program grading: determines on the basis of the students progress on goals from the IEP.
Pass/fail system: a criteria is established that determines a pass/fail.
Mastery level system: mastery is achieved when a student reaches a criterion level on a specific subcomponent.
Point system: students are assigned points on various activities and the overall grade level is set by a certain number of points.
Contract grading: the teacher and student sign a contract agreeing on how things will be graded and what work is assigned based on progress.
Multiple grading: teacher grades the student on multiple areas such as, accountability, effort, and progress.
Shared grading: when two teachers who work together determine a grade amongst the two based on progress they have noticed.
Student self-comparison: the teacher and student agree on the goals within the curriculum.
Level grading: grading is individualized by using subscript to note the level of difficulty on which the students grades are based.
Descriptive grading: teachers write descriptive comments regarding the students work and progress.
Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011). Teaching Students with Learning Problems, 8th Edition, Merrill, - Print